Purpose: Language development in children aged 3-6 years is shaped by their pre-linguistic abilities, communication patterns and play behaviors along with parental communicative roles. Little is known about how these aspects are distributed among children with receptive expressive language disorder (CWRELD) in comparison to typically developing children (CWTDL). The present research explores these differences between the two groups using a video-based analysis with a belief that an understanding of these aspects may facilitate ageappropriate speech and language acquisition in children with language delay. Methods: A video-based analysis of parent-child interactions was carried out for 10 children each with receptive expressive language disorder and typical language development, respectively. The two groups were compared for the child's turn-taking skills, eye contact span, autonomous instances, communication patterns, play behaviors and parental communication roles. Results: Children with receptive expressive language disorder exhibited significantly fewer proportion of turns and autonomous instances along with a greater proportion of eye contact to objects than the parent. Majority of the children with language delay were at the "Requester" or "Early communicators" stage and demonstrated either "Exploratory" or "Functional play" behaviors. Most of the typically developing children were at the "Partner stage" of communication and exhibited "Functional", "Constructive" or "Symbolic Play". Parents of children with language delay mostly exhibited "Helper" type communicative roles while parents from typically developing groups showed "Partner" type communicative profile. Conclusion:A quantitative planning and monitoring of pre-linguistic skills, determination of communicative patterns and play behaviors is important for clinicians working with children having a language delay. Assessing and modifying parental communicative roles are also crucial. Understanding the distribution of these research variables among CWRELD in comparison to CWTDL may help clinicians in planning precise treatment goals, monitoring specific linguistic progress, ensuring better parental participation and delivering better outcomes during language therapy.
The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an “inference task” was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age with children using less seductive details, emergence of inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children.
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